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Growing popularity of alternatively certifying teachers has created challenges for teacher preparation programs. Many non-traditional routes into classroom include no full-time mentor teacher. Absence of a mentor teacher in the classroom leaves teachers with a deficit. This study follows ten teachers on the intern certificate enrolled in both an alternative

Growing popularity of alternatively certifying teachers has created challenges for teacher preparation programs. Many non-traditional routes into classroom include no full-time mentor teacher. Absence of a mentor teacher in the classroom leaves teachers with a deficit. This study follows ten teachers on the intern certificate enrolled in both an alternative certification teacher preparation program and the Teach for America organization as they pursue a master's degree in education and state teaching certification from a large southwestern university. The five randomly chosen for the treatment group and the control group contained 1 male and 4 female teachers, some of whom teach at public schools and others at charter schools. All were secondary education language arts teachers ranging in age from 22- 29. The treatment used in this study is a job-embedded, professional development, software tool designed to help teachers track their classroom practices called MyiLOGS. The purpose of this action research project was to study the effect using MyiLOGS had on six of the nine areas evaluated by a modified version of the Teacher Advancement Program evaluation rubric, alignment with Opportunity To Learn constructs, and the tool's influence on the efficacy of these first year teachers. The data generated from this study indicate that the MyiLOGS tool did have a positive effect on the teachers' TAP evaluation performances. Also, the MyiLOGS tool had a large impact on the teachers' instruction as measured by the constructs of Opportunity to Learn and their teaching self-efficacy. Implications suggested the tool was an asset to these teachers because they tracked their data, became more reflective, and self-sufficient.
ContributorsRoggeman, Pamela (Author) / Puckett, Kathleen (Thesis advisor) / Kurz, Alexander (Committee member) / Mathur, Sarup (Committee member) / Arizona State University (Publisher)
Created2013
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Description
This dissertation provides a critical analysis of public administration's understanding of the relationship between rational thought and action in its discourse on ethics. It argues that rationalist ethics assume a particular relationship between thought and action: that good knowledge leads to good, proper action. While there have been many critiques

This dissertation provides a critical analysis of public administration's understanding of the relationship between rational thought and action in its discourse on ethics. It argues that rationalist ethics assume a particular relationship between thought and action: that good knowledge leads to good, proper action. While there have been many critiques of rationalist administrative ethics, scholars have not examined the way in which rationalism persists in the way in which the teaching of ethics is conducted. The use of the case study figures prominently in this. Thus, the dissertation explores the historical and theoretical intersection of rationalism, ethics, and teaching through the lens of the case study. It begins with a history of the pedagogical use of the case study and the institutional transformations of the university. While conventional accounts of the field locate its founding in the United States in the municipal reform movement, here the founding of the field of public administration is recast through connections to reforms in the university including changes in epistemic assumptions, pedagogical methods, and curricular changes in ethics in which the case study is central and remains so as the field develops. The dissertation then considers scholarship in public administration that raises questions about rationalist ethics. Three critical approaches are explored: recognition of the uncertainty and complexity of administrative practice, critique as unmasking of power relationships, and the shift of ethics from an epistemological to an ontological inquiry. The dissertation builds on the work in this third approach and shows how it attempts to articulate a non-rationalist, or immanent, ethics. This ethics is concerned with exploring the conditions that make possible mutually beneficial relationships and meaningful lives from which categorical norms of the good life could emerge. Drawing on the philosophy of Gilles Deleuze and Felix Guattari, it is argued that the distinction Deleuze and Guattari make between "arborescent" and "rhizomatic" knowledge gets to the root of the tension between thought and action and offers an innovative and useful way to advance an immanent, non-rational ethics. The challenge digital technologies and the information society present to the field is considered to illustrate the need to rethink administrative ethics and also the particular usefulness of Deleuze and Guattari in doing so. The dissertation concludes with a discussion of pedagogical practices and classroom examples that encourage a rhizomatic understanding of the theory and practice of public administration.
ContributorsCallen, Jeffrey Craig (Author) / Catlaw, Thomas J (Thesis advisor) / Corley, Elizabeth (Committee member) / Kim, Yushim (Committee member) / Arizona State University (Publisher)
Created2013
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Description
Throughout history composers and artists have been inspired by the natural world. Nature's influence on music is extraordinary, though water in particular, has had a unique magnetic pull. The large number of compositions dealing with water, from Handel's Water Music (1717) to Ros Bandt's and Leah Barclay's Rivers Talk (2012),

Throughout history composers and artists have been inspired by the natural world. Nature's influence on music is extraordinary, though water in particular, has had a unique magnetic pull. The large number of compositions dealing with water, from Handel's Water Music (1717) to Ros Bandt's and Leah Barclay's Rivers Talk (2012), reflects this continuous fascination. Since the late 1940s, composers have ventured further and brought actual sounds from the environment, including water recorded on tape, into the musical arena. Moreover, since the 1960s, some composers have nudged their listeners to become more ecologically aware. Much skepticism exists, as with any unconventional idea in history, and as a result compositions belonging to this realm of musique concrète are not as widely recognized and examined as they should be. In this thesis, I consider works of three composers: Annea Lockwood, Eve Beglarian, and Leah Barclay, who not only draw inspiration from nature, but also use their creativity to call attention to pristine environments. All three composers embrace the idea that music can be broadly defined and use technology as a tool to communicate their artistic visions. These artists are from three different countries and represent three generations of composers who set precedents for a new way of composing, listening to, performing, and thinking about music and the environment. This thesis presents case studies of Lockwood's A Sound Map of the Danube River, Beglarian's Mississippi River Project, and Barclay's Sound Mirrors. This thesis draws on unpublished correspondence with the composers, analytical theories of R. Murray Schafer, Barry Truax, and Martijn Voorvelt, among others, musicological publications, eco-critical and environmental studies by Al Gore, Bill McKibben, and Vandana Shiva, as well as research by feminist scholars. As there is little written on music and nature from an eco-critical and eco-feminist standpoint, this thesis will contribute to the recognition of significant figures in contemporary music that might otherwise be overlooked. In this study I maintain that composers and sound artists engage with sounds in ways that reveal aspects of particular places, and their attitudes toward these places to lead listeners toward a greater ecological awareness.
ContributorsRichardson, Jamilyn (Author) / Feisst, Sabine (Thesis advisor) / Solís, Ted (Committee member) / Norton, Kay (Committee member) / Arizona State University (Publisher)
Created2012
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While the piezoelectric effect has been around for some time, it has only recently caught interest as a potential sustainable energy harvesting device. Piezoelectric energy harvesting has been developed for shoes and panels, but has yet to be integrated into a marketable bicycle tire. For this thesis, the development and

While the piezoelectric effect has been around for some time, it has only recently caught interest as a potential sustainable energy harvesting device. Piezoelectric energy harvesting has been developed for shoes and panels, but has yet to be integrated into a marketable bicycle tire. For this thesis, the development and feasibility of a piezoelectric tire was done. This includes the development of a circuit that incorporates piezoceramic elements, energy harvesting circuitry, and an energy storage device. A single phase circuit was designed using an ac-dc diode rectifier. An electrolytic capacitor was used as the energy storage device. A financial feasibility was also done to determine targets for manufacturing cost and sales price. These models take into account market trends for high performance tires, economies of scale, and the possibility of government subsidies. This research will help understand the potential for the marketability of a piezoelectric energy harvesting tire that can create electricity for remote use. This study found that there are many obstacles that must be addressed before a piezoelectric tire can be marketed to the general public. The power output of this device is miniscule compared to an alkaline battery. In order for this device to approach the power output of an alkaline battery the weight of the device would also become an issue. Additionally this device is very costly compared to the average bicycle tire. Lastly, this device is extreme fragile and easily broken. In order for this device to become marketable the issues of power output, cost, weight, and durability must all be successfully overcome.
ContributorsMalotte, Christopher (Author) / Madakannan, Arunachalanadar (Thesis advisor) / Srinivasan, Devarajan (Committee member) / Rogers, Bradley (Committee member) / Arizona State University (Publisher)
Created2012
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Description
With the unveiling of the National Educational Technology Plan 2010, both preservice and inservice K12 teachers in the United States are expected to create a classroom environment that fosters the creation of digital citizens. However, it is unclear whether or not teacher education programs build this direct instruction, or any

With the unveiling of the National Educational Technology Plan 2010, both preservice and inservice K12 teachers in the United States are expected to create a classroom environment that fosters the creation of digital citizens. However, it is unclear whether or not teacher education programs build this direct instruction, or any other method of introducing students to the National Education Technology Standards (NETS), "a standard of excellence and best practices in learning, teaching and leading with technology in education," into their curriculum (International Society for Technology in Education, 2012). As with most teaching skills, the NETS and standards-based technology integration must be learned through exposure during the teacher preparation curriculum, either through modeling, direct instruction or assignments constructed to encourage standards-based technology integration. This study attempted to determine the extent to which preservice teachers at Arizona State University (ASU) enrolled in the Mary Lou Fulton Teachers College (MLFTC) can recognize the National Education Technology Standards (NETS) published by the International Society for Technology in Education (ISTE) and to what extent preservice teachers are exposed to technology integration in accordance with the NETS-T standards in their preparation curriculum in order to answer the questions of whether or not teacher education curriculum provides students an opportunity to learn and apply the NETS-T and if preservice teachers in core teacher preparation program courses that include objectives that integrate technology are more likely to be able to identify NETS-T standards than those in courses that do not include these elements In order to answer these questions, a mixed-method design study was utilized to gather data from an electronic survey, one-on-one interviews with students, faculty, and administrators, and document analysis of core course objectives and curriculum goals in the teacher certification program at ASU. The data was analyzed in order to determine the relationship between the preservice teachers, the NETS-T standards, and the role technology plays in the curriculum of the teacher preparation program. Results of the analysis indicate that preservice teachers have a minimum NETS-T awareness at the Literacy level, indicating that they can use technology skills when prompted and explore technology independently.
ContributorsLewis, Carrie L (Author) / Nelson, Brian (Thesis advisor) / Archambault, Leanna (Thesis advisor) / Savenye, Wilhelmenia (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2013
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Description
With the projected population growth, the need to produce higher agricultural yield to meet projected demand is hindered by water scarcity. Out of many the approaches that could be implemented to meet the water gap, intensification of agriculture through adoption of advanced agricultural irrigation techniques is the focus for this

With the projected population growth, the need to produce higher agricultural yield to meet projected demand is hindered by water scarcity. Out of many the approaches that could be implemented to meet the water gap, intensification of agriculture through adoption of advanced agricultural irrigation techniques is the focus for this research. Current high water consumption by agricultural sector in Arizona is due to historical dominance in the state economy and established water rights. Efficiency gained in agricultural water use in Arizona has the most potential to reduce the overall water consumption. This research studies the agricultural sector and water management of several counties in Arizona (Maricopa, Pinal, and Yuma). Several research approaches are employed: modeling of agricultural technology adoption using replicator dynamics, interview with water managers and farmers, and Arizona water management law and history review. Using systems thinking, the components of the local farming environment are documented through socio-ecological system/robustness lenses. The replicator dynamics model is employed to evaluate possible conditions in which water efficient agricultural irrigation systems proliferate. The evaluation of conditions that promote the shift towards advanced irrigation technology is conducted through a combination of literature review, interview data, and model analysis. Systematic shift from the currently dominant flood irrigation toward a more water efficient irrigation technologies could be attributed to the followings: the increase in advanced irrigation technology yield efficiency; the reduction of advanced irrigation technology implementation and maintenance cost; the change in growing higher value crop; and the change in growing/harvesting time where there is less competition from other states. Insights learned will further the knowledge useful for this arid state's agricultural policy decision making that will both adhere to the water management goals and meet the projected food production and demand gap.
ContributorsBudiyanto, Yoshi (Author) / Muneepeerakul, Rachata (Thesis advisor) / Smith, Karen (Committee member) / Abbott, Joshua (Committee member) / Arizona State University (Publisher)
Created2014
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Description
The purpose of the iE3 Project was to explore the effect of using a collaborative apprenticeship model on the integration of student-owned mobile devices into classroom instruction. The iE3 Project was designed to overcome perceived barriers that prevented teachers from using student-owned mobile devices in the classroom. Based

The purpose of the iE3 Project was to explore the effect of using a collaborative apprenticeship model on the integration of student-owned mobile devices into classroom instruction. The iE3 Project was designed to overcome perceived barriers that prevented teachers from using student-owned mobile devices in the classroom. Based on earlier work, teachers suggested those barriers were support, time, resources, and professional development. Thus, the iE3 Project was conducted to empower teachers initiating the use of student-owned mobile devices as instructional tools. The study is grounded in situated cognition theory, situated learning theory, social cultural theory, and extends Evan Glazer's study of collaborative apprenticeship in a "bring your own technology" (BYOT) school environment. The literature review includes relevant studies from such areas as providing teacher support, employing collaborative planning time, using mobile technology resources, and offering authentic professional development within situated contexts. Participants included K-8th grade teachers. The 11 "non-user" participants established roles as peer-teachers (PT) and worked collaboratively with 11 "mobile device user" teacher leaders (TL) for twelve weeks during the iEngage, iEducate, and iEmpower phases of the iE3 Project. Participants completed pre- and post-intervention Stages of Concern Questionnaires and Innovation Configuration Maps, engaged in collaborative planning time, posted collaborative weekly reflections and descriptions of digital images online, completed a Perceived User Level retrospective survey, and participated in semi-structured interviews. The results of the project indicated a collaborative apprenticeship model as implemented in the current project was successful in addressing perceived barriers and empowered teachers to use student-owned mobile devices as instructional tools. Generally, results showed PT made substantial gains in using student-owned devices during instruction; reduced instructional, management, and other concerns about using mobile devices; and transformed them in terms of their thinking about using mobile devices for classroom instruction. Moreover, the perceived barriers were mitigated by using the collaborative apprenticeship model. In the discussion, complementarity of the quantitative and qualitative data were discussed and connections were made to the extant literature. Additionally, lessons learned, limitations, implications for practice, and implications for additional action research were discussed.
ContributorsOtstot, Michelle Lynn (Author) / Buss, Ray R. (Thesis advisor) / Zucker, Stanley (Committee member) / Thomas, Jeffrey (Committee member) / Arizona State University (Publisher)
Created2015
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Effectively educating students with autism is a necessary element in providing all students with a free and appropriate public education, and as the number of students diagnosed with an autism spectrum disorder continues to increase in both public and private educational settings, providing successful and satisfactory professional development opportunities in

Effectively educating students with autism is a necessary element in providing all students with a free and appropriate public education, and as the number of students diagnosed with an autism spectrum disorder continues to increase in both public and private educational settings, providing successful and satisfactory professional development opportunities in the area of autism is becoming increasingly essential. This study explored the experiences of twenty-three educators in a suburban southwest K-12 public school district, as they participated in a fifteen-hour professional development course in an online or face-to-face format, and collaboratively problem-solved their challenges in educating students with autism. Qualitative data was collected from participants' weekly written reflections and comments from a pre- and post-survey on attitudes, to determine quality of and satisfaction with collaboration in relation to course format. Results indicated that the online format produced higher-quality collaboration when it came to presenting one's own situation(s) to the group, finding group discussions helpful, having enough time to collaborate, providing feedback/suggestions to group members, and perceiving suggestions for one's own situation as helpful (as evidenced by the number of suggestions that participants said they would likely implement). The face-to-face format produced higher-quality collaboration when it came to in-depth problem-solving regarding a situation, implementing suggestions for one's own situation, and relating course content to collaborative activities. Participants' attitudes about using technology as a means of collaboration showed little change overall from pre- to post-survey. Though slight increases in positive attitudes concerning technology were found in various areas, many participants still thought highly of a face-to-face format for collaborative purposes, even after participating in the online professional development course. Findings may be of use to educational institutions developing online or face-to-face professional development opportunities in the area of autism.
ContributorsWozniak, Renee M (Author) / McCoy, Kathleen M. (Thesis advisor) / Puckett, Kathleen (Committee member) / Gehrke, Rebecca (Committee member) / Arizona State University (Publisher)
Created2011
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Description
Haiti has witnessed high deforestation rates in recent decades, caused largely by the fuel needs of a growing population. The resulting soil loss is estimated to have contributed towards a decline in agricultural productivity of 0.5% -1.2% per year since 1997. Recent studies show the potential of biochar use through

Haiti has witnessed high deforestation rates in recent decades, caused largely by the fuel needs of a growing population. The resulting soil loss is estimated to have contributed towards a decline in agricultural productivity of 0.5% -1.2% per year since 1997. Recent studies show the potential of biochar use through pyrolysis technology to increase crop yields and improve soil health. However, the appropriateness of this technology in the context of Haiti remains unexplored. The three objectives of this research were to identify agricultural- and fuel-use-related needs and gaps in rural Haitian communities; determine the appropriateness of biochar pyrolyzer technology, used to convert agricultural biomass into a carbon-rich charcoal; and develop an action-oriented plan for use by development organizations, communities, and governmental institutions to increase the likelihood of adoption. Data were collected using participatory rural appraisal techniques involving 30 individual interviews and three focus-group discussions in the villages of Cinquantin and La Boule in the La Coupe region of central Haiti. Topics discussed include agricultural practices and assets, fuel use and needs, technology use and adoption, and social management practices. The Sustainable Livelihoods framework was used to examine the assets of households and the livelihood strategies being employed. Individual and focus group interviews were analyzed to identify specific needs and gaps. E.M. Rogers' Diffusion of Innovations theory was used to develop potential strategies for the introduction of pyrolysis technology. Preliminary results indicate biochar pyrolysis has potential to address agricultural and fuel needs in rural Haiti. Probable early adopters of biochar technology include households that have adopted new agricultural techniques in the past, and those with livestock. Education about biochar, and a variety of pyrolysis technology options from which villagers may select, are important factors in successful adoption of biochar use. A grain mill as an example in one of the study villages provides a model of ownership and use of pyrolysis technology that may increase its likelihood of successful adoption. Additionally, women represent a group that may be well suited to control a new local biochar enterprise, potentially benefiting the community.
ContributorsDelaney, Michael Ryan (Author) / Aggarwal, Rimjhim (Thesis advisor) / Chhetri, Nalini (Committee member) / Henderson, Mark (Committee member) / Arizona State University (Publisher)
Created2011
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Federal education policies call for school district leaders to promote classroom technology integration to prepare students with 21st century skills. However, schools are struggling to integrate technology effectively, with students often reporting that they feel like they need to power down and step back in time technologically when they enter

Federal education policies call for school district leaders to promote classroom technology integration to prepare students with 21st century skills. However, schools are struggling to integrate technology effectively, with students often reporting that they feel like they need to power down and step back in time technologically when they enter classrooms. The lack of meaningful technology use in classrooms indicates a need for increased teacher preparation. The purpose of this study was to investigate the impact a coaching model of professional development had on school administrators` abilities to increase middle school teachers` technology integration in their classrooms. This study attempted to coach administrators to develop and articulate a vision, cultivate a culture, and model instruction relative to the meaningful use of instructional technology. The study occurred in a middle school. Data for this case study were collected via administrator interviews, the Principal`s Computer Technology Survey, structured observations using the Higher Order Thinking, Engaged Learning, Authentic Learning, Technology Use protocol, field notes, the Technology Integration Matrix, teacher interviews, and a research log. Findings concluded that cultivating change in an organization is a complex process that requires commitment over an extended period of time. The meaningful use of instructional technology remained minimal at the school during fall 2010. My actions as a change agent informed the school`s administrators about the role meaningful use of technology can play in instruction. Limited professional development, administrative vision, and expectations minimized the teachers` meaningful use of instructional technology; competing priorities and limited time minimized the administrators` efforts to improve the meaningful use of instructional technology. Realizing that technology proficient teachers contribute to student success with technology, it may be wise for administrators to incorporate technology-enriched professional development and exercise their leadership abilities to promote meaningful technology use in classrooms.
ContributorsRobertson, Kristen (Author) / Moore, David (Thesis advisor) / Cheatham, Greg (Committee member) / Catalano, Ruth (Committee member) / Arizona State University (Publisher)
Created2011